DRK-12 Research and Products

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Test scoring procedures should align with the intended uses and interpretations of test results. In this paper, we examine three test scoring procedures for an operational assessment of early numeracy, the Early Grade Mathematics Assessment (EGMA). Current test...

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In this study we investigate the teaching of the associative property in a natural classroom setting through observation of classroom video of several elementary math classes in a large urban school district.

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The ubiquity of touchscreen, mobile tablet technology has resulted in a plethora of “apps for learning” yet few leverage the learning sciences as a design driver. This paper describes our approach to integrating the learning sciences with best practices in app design: a...

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This article reports a study of the specific knowledge of and skills with teaching practice that novices bring to teacher education with respect to one teaching practice, eliciting student thinking in elementary mathematics, and describes the use of a standardized teaching...

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Scientific modeling affords opportunities for students to develop representations, make their ideas visible, and generate model‐based explanations for complex natural systems like the water cycle. This study describes a comprehensive evaluation of a 5‐year, design‐based...

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In the growing field of K-12 engineering education, there is limited research that highlights the experiences of youth from historically marginalized communities within engineering learning environments. This study offers insights into the ways in which two groups of...

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Critical evaluation underpins the practices of science. In a three-year classroom-based research project, we developed and tested instructional scaffolds for Earth science content in which students evaluate lines of evidence with respect to alternative explanations of...

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Ambitious Science Teaching outlines a powerful framework for science teaching to ensure that instruction is rigorous and equitable for students from all backgrounds. The practices presented in the book are being used in schools and districts that seek to improve science...

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This article examines recognition by presenting the case of a physics teacher, Dr. D, and his student, Kristina, to address the question: What are the ways in which a young woman perceives recognition from her teacher?

This project is funded by the National Science Foundation, grant # 0822241, 1449550, 1650648, 1743807, and 1813076. Any opinions, findings, and conclusions or recommendations expressed in these materials are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.